8th Grade Wolverine Weekly
STEAM Middle School
Mrs. Morgan would like to invite all students who are in good academic standing to come to the Makerspace at STEAM! We have some new items to try out including Google Cardboard, Sphero, LaQ blocks, and more!
STEAM & PreAP Science
Friday we will be taking a summative assessment about organisms and the environment. Expect questions about symbiotic relationships, energy pyramids, biomes, relationships in food webs, biotic and abiotic factors, and effects of environmental changes.
Monday: Think Thru Math. This is something all math students should be doing during Academic Lab. I will be keeping a spreadsheet of student progress, when they log on, what they are completing, grades, and etc. If I do not see that they are doing what they are suppose too, then they will begin to receive lunch detentions.
Tuesday: Operations with Polynomials (add/subtract)
Wednesday: Operations with Polynomials (distributive property)
Thursday: Solving Equations (No Calc)
Friday: Solving Equations (No Calc)
Monday: Domain and Range of Quadratic Functions
Tuesday: Determining whether a graph or table represents a Linear, Non-Linear, or Exponential Function.
Wednesday: Determining whether a graph or table represents a Linear, Non-Linear, or Exponential Function.
Thursday: Review Unit 8 and Unit 9
Friday: Unit 8 Test (10 questions)
Monday (April 11th): Unit 9 Test (10 questions)
** The Unit 8 and Unit 9 Test will be averaged together. This is the second opportunity for Unit 8 Test. The first attempt was Friday before Spring Break.**
Page 549 #13-16, 21, assigned MONDAY, due WEDNESDAY
- Page 593 #14-17, 21, 23, and 25, assigned WEDNESDAY, due FRIDAY.
STEAM and PreAP English Language Arts
This week, students will begin reading the exciting short story, “The Most Dangerous Game” and completing assignment that are connected to the story.
Book Project due April 12. For more information have your student access the google classroom or see the assignment here. Book Shirt Project. This is not the type of project that can be done the night before.
For a copy of this week’s lesson plans ELA lesson plans April 4
STEAM and PreAP US History
Starting this week students will begin each class period with a STAAR warm-up. This will allow for us to gradually start reviewing the various topics discussed throughout the year. A weekly grade will be earned for completion of these.
On Monday students will complete an “open note” quiz over the material we’ve discussed so far in leading to the Civil War.
Our focus the remainder of the week will be on the study of the Civil War itself; direct events leading to outright war, key figures, battles, defining moments, etc.
Test 10: The Civil War is scheduled for next Tuesday, April 12- we will review as a class on Monday.
This week we will be starting a segment on glassblowing!
Monday - Learn the science behind how glass is made and shaped.
- Look into the artwork of Chihuly.
Tuesday - Watching and participating in a google hangout with Mr. Ginsberg, the UTA glass art coordinator.
Wednesday - Friday - Starting a collaborative project by melting plastic and using other materials to create a Chihuly inspired chandelier.
We are in need of a few materials for this project if you would like to donate!
Clear plastic cups (variety of sizes)
Clear plastic plates (variety of sizes)
Color permanent markers
The focus of the week’s lesson will be on DOPs (Direct object pronouns) and the irregular verbs in the “yo” form. We will explain what a direct object pronoun is and how to create sentences with DOPs as part of sentences.
Monday: Review of Spanish superlatives (relative superlatives and absolute superlatives)
Tuesday: Irregular “yo” forms, Direct Object Pronouns
Wednesdays: Identifying DOPs, new vocabulary. Vocabulary in context.
Thursday: Irregular “yo” form exercises. Practice with direct object pronouns.
Guided Spanish reading assignment. Reading assignment. Practice DOPs.
Gateway to Technology (GTT)
Principles of Arts, Audio/Video Tech (AAVTC)
PACKING TAPE SCULPTURES
Using the work of artists George Segal and Mark Jenkins as references, using saran wrap and clear packing tape to make casting material, students will make a life-size sculpture of themselves.
Students will cast themselves (with help from other students) in sections and use scissors to carefully remove each cast. Seams will be taped up and the body section casts will be taped together.
The class will be divided into teams, 2 students per team, and construct life-size figures from saran wrap and clear packing tape. Each member of the team will be used as both wrapper (sculptor) and as the model. The students will wrap saran wrap then tape around different parts of their bodies to create the shape. Each part is cut off, the cut repaired and then assembled to create the packing tape figure.
The figures can be filled with lightweight materials such as Shipping Packing Peanuts , ping-pong balls or even newspapers . Students can leave them transparent. It might even be fun to powder the inside and put a light on them to use as a model for a drawing project.
Students can Papier-mâché the figure and then add paint to the outside for added effects.
Students may “dress” their figure in clothes and place in situations around the campus.
The purpose is to get the students to think outside the box regarding materials, to work as a team to problem solve, and to begin to think in regards to form and 3 dimensions rather than in just 2 dimensions
Upon completion of this unit the student will:
learn human proportions
justify placement of sculpture according to social standards
learn to define, effect, & accomplish their role in group work
collectively problem solve and create concerning themes, titles, and sculpture placements
Packing Tape Project
Watch videos on properly constructing/wrapping with saran wrap and packing tape
Be introduced to the Packing Tape Project
view images and videos pertaining to creating a packing tape figure (Instructor Provided/Led)
Old clothing (Optional)
In order to create a tape person, students must use their own body to construct it, which is why the students need to work in groups. The students will first need to consider what position their tape person will be in, that way they can arrange their body in that position to make building it easier.
The students work on building their person section by section. They first wrap saran wrap on a part of their body, for example their forearm, and then they wrap the tape sticky side down.
Once the body part is wrapped, the students will CAREFULLY use scissors to cut the tape from the body.
Once students have all of the pieces created they have to stuff the pieces with newspaper or items of their choosing and tape them back together. First they need to tape the cut line, and then tape the pieces to each other. In this step students must consider the position of the body. Is the elbow bent, is the person crouching, sitting, or standing. Students can slightly overlap the sections as they tape them back together, but they must be careful not to lose the correct proportions.
Students will use a mannequin head to create the head. I do not want students wrapping their heads in saran wrap and tape.
If students want to do a standing display, they will need to reinforce the feet/bottom or stand the figure against a wall or in a corner.